pROMOTING COLLABORATIVE EXPERTISE THROUGH LEARNING ACTION CELL

COLLAB EXPERTISE

1. Rosalina J. Villaneza, PhD Chief Education Program Specialist BLD-TLD, DepEd Central Office ‹#› Promoting Collaborative Expertise through Learning Action Cell (LAC)

2. ‹#› Objectives: At the end of the session, the participants should be able to: define Learning Action Cell (LAC) as a school-based professional development for teacher; demonstrate understanding on the concept of collaborative expertise; and explain the what, why, and how of LAC - collaborative expertise in the context of the National Learning Camp (NLC)

3. Activity: Pop Quiz YES NO Instruction: Answer the following questions by raising the Thumbs Up Signage if “Yes” and Thumbs Down Signage if “No”.

4. Activity: Pop Quiz 1. LAC stands for Learn Action Cell

5. Activity: Pop Quiz 2. Learning Action Cell or LAC is a school-based strategy for teachers to discuss pedagogy, the curriculum, school year activities, admin and student concerns.

6. Activity: Pop Quiz 3. DepED Order 35, s 2015 institutionalized Learning Action Cell as a school-based professional development for teachers

7. Activity: Pop Quiz 4. LAC is a new approach for professional development of teacher that was introduced in 2016.

8. Activity: Pop Quiz 5. Collaborative Lesson Planning is a type of Learning Action Cell

9. “The illiterate of the 21 st century will not be those who cannot read and write , but those who cannot LEARN , UNLEARN , and RELEARN .” - Alvin Toffler

10. What is Learning Action Cell (LAC)? LAC is a professional development approach for teachers to continuously improve on their content knowledge , pedagogical skills , and assessment practices.

11. What is Learning Action Cell (LAC)? As one of the practices in DepED, Learning Action Cell is viewed as a group of teachers who engage in collaborative learning sessions to solve shared challenges encountered in the school or in the classroom (for specific lesson)

12. Limitation: Since LACs and LAC sessions are aimed as a continuous professional development of teachers, the conduct of LAC sessions shall be limited to the purposes stated in the DepED Order. Prohibited purposes may include but shall not be limited to the following: sale of goods and other merchandise ; lending transactions ; political and religious meetings, administrative meetings, and other purposes which are not included in the DepED order.

13. Historical Context LACs was introduced in the Philippines as a professional development activity implemented from the school level to the regional level by the Ministry of Education (now Department of Education) in 1985. The early application of school-level LACs principles was supported by the Program for Decentralized Education Development (PRODED), the Third Elementary Education Project (TEEP), and Secondary Education Development and Improvement Project (SEDIP).

14. DepEd Order No. 87, s2010 School-based mentoring program as a modality for continuous professional development through the National English Proficiency Program (NEPP).

15. DepED Order No. 12, s2015 Learning Action Cell as a modality for continuous professional development program of the Early Language Literacy and Numeracy in the school level facilitated by trained school head and one select K to 3 teacher using media-assisted lecture video materials.

16. DepED Order No. 35, s2016 Learning Action Cell as a K to 12 Basic Education Program School-Based Continuing Professional Development Strategy for the Improvement of Teaching and Learning across all grade levels and subjects

17. School-based Continuous Teacher Professional Development Through the Years 1985 2010 2015 2016 PRODED and TEEP School LAC District LAC NEPP school-based mentoring ELLN and PRIMALS group LAC and one-on-one mentoring LAC for all grades and subjects

18. Theoretical Framework Community of practice with collaborative planning, problem-solving, and action-implementation Improved teacher's content knowledge, pedagogical skills, assessment strategies, and professional ethics Improved student learning and holistic development

19. Elements of LAC Planning Process Identifying Professional Development Needs and Topics Composition of LAC and Organizing LAC Groups Schedule, Frequency and Resources Implementing LAC Plan Menu of School-Based Professional Learning Activities Monitoring and Evaluation Pre-LAC activities During and Post LAC Activities During LAC activities During and Post-LAC activities

20. Learning Action Cell in the Context of the National Learning Camp (NLC)

21. TEACHER TRAINING AND SUPPORT A two-day collaborative expertise through LAC must be conducted weekly. PPST

22. Collaborative Planning & Preparation Camp teachers Structured Focused With logical flow of sessions DURATION OF THE NLC AND OTHER EOSY BREAK ACTIVITIES

23. Planning and reviewing teaching COLLABORATIVE EXPERTISE Sharing effective teaching approaches and strategies Preparing teaching materials Discussing other teaching-related concerns Goal: Enhance teaching and learning process and promote continuous professional development among educators.

24. MONDAY : A COLLABORATIVE EXPERTISE DAY Collaborative Planning & Preparation 1. Personal Reading of LRs Teacher personally understanding what is expected & provided (45 mins) 2. Collaborative Discussion & Sharing L esson plans and approach/ content and teacher notes as well as students’ worksheets (45 mins) 3. Personal Reading & Initial Planning: Teachers think of lesson goals, what they will do and how they will do it (45 mins) 4. Collaborative Discussion & Sharing: Teachers think of lesson goals, what they will do and how they will do it 5. Personal Lesson Preparation: With gathered information teachers finalize their approach (45 min) 6. Collaborative Discussion & Sharing: Final approach shared with peers (60 min) 7. Insights & Closure: Teachers wrap up discussion (10 min)

25. ENHANCING JOB-EMBEDDED LEARNING OPPORTUNITIES FOR TEACHERS Promotes reflective practice Promotes collaboration with colleagues Promotes exploration of innovative teaching approaches J ob E mbedded L earning

26. JOB-EMBEDDED LEARNING Teachers can: address real-time challenges refine their teaching methods increase their efficacy in addressing the diverse needs of learners J ob E mbedded L earning

27. ENHANCEMENT CAMP 3 weeks July 1 – 19, 2024 Collaborative Planning & Preparation Collaborative Review of Instruction MONDAY FRIDAY TUESDAY WEDNESDAY THURSDAY DURATION OF THE NLC INTERVENTION & CONSOLIDATION CAMPS 3 weeks July 1 – 19, 2024

28. Collaborative Planning & Preparation Collaborative Review of Instruction MONDAY FRIDAY TUESDAY WEDNESDAY THURSDAY 3-day teacher-learner engagement 2-day distance learning DURATION OF THE NLC AND OTHER EOSY BREAK ACTIVITIES 5 Days BLDM/ Week

29. FRIDAY : A COLLABORATIVE EXPERTISE DAY Collaborative Review Of Instruction 1. Personal organization of ideas & feedback about lessons (contents, components, learnings within a subject & grade: Each teacher to reflect on their point of view about the lesson content and how the content was presented (45 mins) 2. Collaborative discussion and sharing about lessons: content, components, learnings, key observations noted within a grade and a subject Teacher sharing observations and hearing from peers in the same grade and subject area (45 mins) Collaborative discussion and sharing about student performance: abilities, processes used, interesting occurrences, teacher learnings. Key observations noted within a grade and a subject Teacher sharing perspective on how students performed in class, how they reacted to the lesson, & how the content was presented with peers from the same grade and subject (45 mins) 4. Collaborative Discussion with teachers within a grade & a subject: Focus is on sharing and hearing teacher perspectives on how students performed in class and how they reacted to the lesson, and how the content was presented (45 mins) 5. Collaborative discussion & sharing with teachers: 1. Key Global Observations 2. Celebrate the week’s work Focus on sharing and hearing perspectives across different grades and subjects (60 min 6.. Insights & Closure: Teachers wrap up discussion (10 min) 6

30. From To No. of Mins. Activity 8:00 8:05 Movement to Class 8:05 8:50 45 mins. Lesson 1 - Reading 8:50 8:55 Class Break 8:55 9:40 45 mins. Lesson 2 - Reading 9:40 10:00 Recess 10:00 10:45 45 mins. Lesson 3 - Reading 10:45 10:50 Class Break 10:50 11:35 45 mins. Lesson 1 - Mathematics 11:35 12:35 Lunch 12:35 1:20 45 mins. Lesson 2 - Mathematics 1:20 1:25 Class Break 1:25 2:10 45 mins. Lesson 3 - Mathematics 2:10 Onwards Camp-like Interest Activities Sample Daily Class Program for Grades 3

31. From To No. of Mins. Activity 8:00 8:05 Movement to Class 8:05 8:50 45 mins. Lesson 1 - English 8:50 8:55 Class Break 8:55 9:40 45 mins. Lesson 2 - English 9:40 10:00 Recess 10:00 10:45 45 mins. Lesson 1 - Mathematics 10:45 10:50 Class Break 10:50 11:35 45 mins. Lesson 2 - Mathematics 11:35 12:35 Lunch 12:35 1:20 45 mins. Lesson 1 - Science 1:20 1:25 Class Break 1:25 2:10 45 mins. Lesson 2 - Science 2:10 Onwards Camp-like Interest Activities Sample Daily Class Program for Grades 7

32. From To MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 8:00 8:05 COLLABORATIVE EXPERTISE SESSION (LCV Planning and Preparation) Movement to Class COLLABORATIVE EXPERTISE SESSION (LCV Planning and Preparation) 8:05 8:50 Lesson 1 - English 8:50 8:55 Class Break 8:55 9:40 Lesson 2 - English 9:40 10:00 Recess 10:00 10:45 Lesson 1 - Mathematics 10:45 10:50 Class Break 10:50 11:35 Lesson 2 - Mathematics 11:35 12:35 Lunch 12:35 1:20 Lesson 1 - Science 1:20 1:25 Class Break 1:25 2:10 Lesson 2 - Science 2:10 Onwards Camp-like Interest Activities Sample Weekly Schedule rad Grades 3

33. From To MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY 8:00 8:05 COLLABORATIVE EXPERTISE SESSION (LCV Planning and Preparation) Movement to Class COLLABORATIVE EXPERTISE SESSION (LCV Planning and Preparation) 8:05 8:50 Lesson 1 - English 8:50 8:55 Class Break 8:55 9:40 Lesson 2 - English 9:40 10:00 Recess 10:00 10:45 Lesson 1 - Mathematics 10:45 10:50 Class Break 10:50 11:35 Lesson 2 - Mathematics 11:35 12:35 Lunch 12:35 1:20 Lesson 1 - Science 1:20 1:25 Class Break 1:25 2:10 Lesson 2 - Science 2:10 Onwards Camp-like Interest Activities Sample Weekly Schedule rad Grades 7

34. Teacher Timetable for Collaborative Expertise

35. Start Time Activity Time Allocated (Minutes) Notes on Focus 8:00am Sign In, School Announcements, Program Orientation 20 Sign and receive materials, address any initial issues 8:20am Move with subject/grade teams to a room 5 Move to room allocated for teachers of the same subject and same grade level 8:25am Personal reading of materials 45 Focus is on teacher personally understanding what is expected and provided 9:10am Break 5   9:15am Collaborative discussion and sharing of ideas on materials presented 45 Focus is on lesson plans and approach/content and teacher notes as well as students’ worksheets 10:00am Recess 15   10:15am Personal reading and initial planning 45 Teachers think of lesson goals, what they will do and how they will do it 11:00am Break 5   11:05am Collaborative discussion and sharing on initial planning Personal Reading & Initial Planning: Teachers think of lesson goals, what they will do and how they will do it   45 Teachers share their perspectives and discuss any issues, and seek clarification 11:50am Lunch 70   MONDA Y- A.M.

36. MONDA Y- P.M. Start Time Activity Time Allocated (Minutes) Notes on Focus 1:00pm Personal lesson preparation 45 With gathered information teachers finalize their approach 1:45pm Class break 5   1:50pm Collaborative discussion and sharing 60 Final approach shared with peers 2:50pm Insights and Closure 10 Teachers wrap up discussion 3:00pm End of Day

37. Start Time Activity Time Allocated (Minutes) Notes on Focus 8:00am Arrival Gather week’s program, materials, and data 20 Sign in, gather any notes, and any data or information collected during the week 8:20am Move with each subject/grade team to meeting rooms 5   8:25am Personal organization of ideas and feedback about lessons: content, components, learnings within a grade and a subject 45 Focus is on each teacher to reflect on their point of view about the lesson content and how the content was presented 9:10am Break 5   9:15am Collaborative discussion and sharing about lessons: content, components, learnings, key observations noted within a grade and a subject 45 Focus on sharing teacher observations and hearing from peers in the same grade and subject area 10:00am Recess 15   10:15am Personal organization of ideas and feedback about student performance: abilities, processes used, interesting occurrences, teacher learnings within a grade and a subject. 45 Focus is on each teacher reflecting on how students performed in class 11:00am Break 5   11:05am Collaborative discussion and sharing about student performance: abilities, processes used, interesting occurrences, teacher learnings. Key observations noted within a grade and a subject 45 Focus is on sharing teacher perspectives on how students performed in class, how they reacted to the lesson, and how the content was presented with peers from the same grade and subject 11:50am Lunch 70   FRIDA Y- A.M.

38. FRIDA Y- P.M. Start Time Activity Time Allocated (Minutes) Notes on Focus 1:00pm Collaborative discussion and sharing with teachers within a grade and a subject 45 Focus is on sharing and hearing teacher perspectives on how students performed in class and how they reacted to the lesson, and how the content was presented. 1:45pm Break 5   1:50pm Collaborative discussion and sharing with teachers. Key global observations. Celebrate the week’s work 60 Focus on sharing and hearing perspectives across different grades and subjects 2:50pm Insights and Closure 10 Teachers wrap up discussion 3:00pm End of Day

39. Reading/English Grades 1-3/7 – 10 Mathematics Grades 1 – 3/Grades 7 – 10 Science Grades 7 -10 Breakout Simulation Session (Day 1 2 (Monday - Tuesday)

40. Breakout Simulation Session @ 1:00 – 2:00pm (Day 3 – April5 (Friday) In-charge Here is the assigned regions to do the simulation 1. R 9 for Reading Grades 1 – 3 2. R 11 for Mathematics Grades 1 – 3 3. R 7 for English 7 – 10 4. R 4A for Science 7 – 10 5. R 5 for Mathematics Grade 7 - 10

41. Closing Coming together is a beginning , staying together is progress , and working together is success . - Henry Ford

42. Daghang Salamat! Muchas Gracias! Maraming Salamat po! Thank You!